The article presents in four parts (Problem, Presentation, Polemic, Lesson) ethnolinguistic consequences of the „gaps“ discovered by US linguist Daniel L. Everett in a little-known Amazonian Language Pirahã. The gaps, and in particular the absence of recursion, unique to human language and thus an inherent component of universal grammar, gave rise to a series of polemics without any convincing or decisive result. Anyways, Everett’s claim that language can be culturally constrained remains a chalenge to continuing research in the field of linguistic anthropology, especially with regard to the relation between syntax, its emergence, and language evolution.
Along with mastery of the grammar and vocabulary of a given language, contemporary students are also expected to acquire intercultural communicative competence (ICC), i.e., the ability to use the language efficiently with regard to the sociocultural background of the communicative situation. This requirement should also be reflected in FL course-books, which are considered to be fundamental didactic tools in FL education, even in an era of information communication technologies. Therefore, the aim of the present paper is to report the results of the research focused on the investigation of intercultural component in the New Opportunities Pre-Intermediate and Intermediate course-book packages. To validate the findings of the content analysis, as the main research method, the method of triangulation was used, i.e., the results of the course-book package analyses were compared with those of observation and interview analyses. The findings of the research revealed that in the investigated course-book packages only some aspects of the intercultural component could be considered relevant because they were suitably treated.
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